Grade 1 Reading Curriculum 1st - Standards - Booklet

1 Grade
st
Curriculum
Guide
7/28/16
CVSD ELA Scope and Sequence
Reading Foundational Skills

1st Grade Informational Text Writing and
and Literature Speaking/Listening
Units Timeline Priority Standards Priority Standards Priority Standards
CC.1.3.1.A. W.1.3. CC.1.1.1.D.
Unit 1: Reading Trimester 1
Literature & (6 weeks - August to CC.1.3.1.C. L.1.1. CC.1.1.1.E.
Writing Narrative middle of October)
L.1.2.
CC.1.2.1.A. W.1.2. CC.1.1.1.D.

Informational (6 weeks - Middle of CC.1.2.1.E. W.1.5. CC.1.1.1.E.
Text & Writing October to end of L.1.1.
Informative November)
L.1.2.
CC.1.2.1.A. W.1.2. CC.1.1.1.D.

Informational (6 weeks - End of CC.1.2.1.B. W.1.5. CC.1.1.1.E.
Text & Writing November to middle CC.1.2.1.E. L.1.1.
Informative of January)
L.1.2.
CC.1.3.1.B. W.1.1. CC.1.1.1.D.

Trimester 2
Unit 4: Reading CC.1.3.1.C. W.1.5. CC.1.1.1.E.
(6 weeks - Middle of
Literature &
January to end of L.1.1.
Writing Opinion February)
L.1.2.
CC.1.3.1.A. W.1.3. CC.1.1.1.D.

Trimester 3
Unit 5: Reading CC.1.3.1.B. W.1.5. CC.1.1.1.E.
(6 weeks - End of
Literature &
February to middle CC.1.3.1.C. L.1.1.
Writing Narrative of April)
L.1.2.
CC.1.2.1.A. W.1.3. CC.1.1.1.D.

Unit 6: Reading
Trimester 3 CC.1.2.1.B. W.1.5. CC.1.1.1.E.
Informational
(6 weeks - Middle of
Text & Writing April to end of May) CC.1.2.1.E. L.1.1.
Narrative
L.1.2.
*Bolded Priority Standards indicate new standards that should be the focus of teaching.
ELA Priority Standards ~ Grade 1
CCSS PA Core Foundational Skills

Know and apply grade level phonics and word analysis skills in decoding words.
• Identify common consonant diagraphs, final-e, and common vowel teams.
RF.1.3 CC.1.1.1.D • Decode one and two-syllable words with common patterns.
• Read grade level words with inflectional endings.
• Read grade-appropriate irregularly spelled words.
Read with accuracy and fluency to support comprehension:

• Read on-level text with purpose and understanding.
RF.1.4 CC.1.1.1.E
• Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
• Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Reading Informational Text

RI.1.2 CC.1.2.1.A Identify the main idea and retell key details of text.
RI.1.1 CC.1.2.1.B Ask and answer questions about key details in a text.
RI.1.5 CC.1.2.1.E Use various text features and search tools to locate key facts or information in a text.
Reading Literature
Retell stories, including key details, and demonstrate understanding of their central message or
RL.1.2 CC.1.3.1.A
lesson.
RL.1.1 CC.1.3.1.B Ask and answer questions about key details in a text.
RL.1.3 CC.1.3.1.C Describe characters, settings, and major events in a story, using key details.
Writing
Write opinion pieces in which they introduce the topic or name the book they are writing about, state
W.1.1 CC.1.4.1.G-J
an opinion, supply a reason for the opinion, and provide some sense of closure.
Write informative/explanatory texts in which they name a topic, supply some facts about the topic,
W.1.2 CC.1.4.1.A-D
and provide some sense of closure.
Write narratives in which they recount two or more appropriately sequenced events, include some
W.1.3 CC.1.4.1.M-P details regarding what happened, use temporal words to signal event order, and provide some sense
of closure.
CC.1.4.1.E, With guidance and support from adults and peers, focus on a topic, respond to questions and
W.1.5
K, Q & T suggestions from peers, and add details to strengthen writing as needed.
Demonstrate command of the conventions of standard English grammar and usage when writing,
based on Grade 1 level and content.
a. Use common, proper, and possessive nouns.
b. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
c. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone,
everything).
d. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I
CC.1.4.1.F,
L.1.1 walk home; Tomorrow I will walk home).
L&R
e Use frequently occurring adjectives.
f. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
g. Use determiners (e.g., articles, demonstratives).
h. Use frequently occurring prepositions (e.g., during, beyond, toward).
i. Produce and expand complete simple and compound declarative, interrogative, imperative, and
exclamatory sentences in response to prompts.
Demonstrate a grade appropriate command of the conventions of standard English grammar and
spelling.
CC.1.4.1.F,
L.1.2 • Capitalize dates and names of people.
L&R
• Use end punctuation; use commas in dates and words in series.
• Spell words drawing on common spelling patterns, phonemic awareness and spelling conventions.
CVSD ELA Curriculum Map ~ 1st Grade
Common Core State PA Core Standard
Standard
CC.1.1.1.D - Know and apply grade level phonics and word analysis skills in
decoding words.
• Identify common consonant diagraphs, final-e, and common vowel teams.
R.F.1.3 • Decode one and two-syllable words with common patterns.
• Read grade level words with inflectional endings.
• Read grade-appropriate irregularly spelled words.
Taught in Unit(s)
Units: 1, 2, 3, 4, 5, 6
Explanation/Example of Standard
Students continue learning specific strategies for decoding words in texts. Learning suffixes and vowel
patterns enhances decoding, spelling ability, and vocabulary development. Use questions and prompts such
as:
 Does that sound right?
 Does that look right?
 Does that make sense?
 Look at the word, does it look like…?
 You said…does it look like…? What do these two letters sound like together (sh, th, ch) in this word?
 Can you clap the syllables in this word?
 What does this final e tell you about this word?
 Look at the beginning of that word, can you get it started?
Common Misconceptions
 Long vowel patterns are not just final –e.
 Teachers must work on predictable vowel teams as well.
Big Idea(s) Essential Question(s)

Knowledge of letter sound relationships and word  What is a syllable (in a word)?
parts will help me become a better reader and  What is a consonant?
writer.  What sounds do the long vowels make?
 What sounds do the short vowels make?
 How do I know if a word has a short vowel or
long vowel in it?
 What is a diagraph?
 What is a blend?
 How do I read words with final-e?
 How do I read words with common vowel teams?
 What are inflectional endings?
 How do I decode one syllable words to help me
read?
 How do I segment syllables in words?
 How do I isolate and pronounce initial, medial
vowel, and final sounds (phonemes) in single-
syllable words?
 How can I add or substitute individual sounds in
one syllable words to make new words?
 How do I learn high frequency words?
 How do I read high frequency words?
Assessments
See unit map for specific unit common assessments
Concepts Skills
(what students need to know) (what students must be able to do)
 Beginning and ending consonants  Identify beginning and ending consonants
 Long vowels, long vowel teams, final-e  Decode words with short vowels
 Short vowel patterns  Decode words with digraphs
 Syllabication  Decode words with blends
 Letter sounds including blends and digraphs  Recognize final- e
 Word families  Recognize common vowel teams
 Word wall words  Read grade level words with inflectional
 Inflectional endings endings(-s, -ed, -ing)
 Decode one and two-syllable words with
common patterns
 Read grade-appropriate irregularly spelled
words (word wall words)
I Can Statements
I can use digraphs to help me read.
I can read one syllable words.
I can read vowel teams (magic e, ea, ay, oa).
I can read two syllable words.
I can read first grade words.
I can read words with short vowels.
I can read words with blends.
I can read words with final-e.
I can read words with inflectional endings.
Standard
CC.1.1.1.E - Read with accuracy and fluency to support comprehension:
• Read on-level text with purpose and understanding.
• Read on-level text orally with accuracy, appropriate rate, and expression on
RF.1.4 successive readings.
• Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
Taught in Unit(s)
Units: 1, 2, 3, 4, 5, 6
Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus
attention on the meaning of the text. Readers at this stage benefit from opportunities to read texts multiple
times at an independent level. Use questions and prompts such as:
Make your reading sound like the characters are talking.

Make your voice sound like the words are together.
Make your voice go up when you see the question mark at the end.
Make your voice go down when you see the period at the end.
Go back and reread when it doesn’t sound or look like you think it should.
Going back to re-read is important for everyone, not just kids. Adults do it too!
Reading fluently is important, however, make sure you are able to comprehend what you’re reading.

Good Readers read with accuracy, appropriate rate, What does it mean to read fluently?
and expression to support their understanding. Why is it important for me to become a fluent
reader?
How can making self-corrections help me
understand a text?
Why is it important to understand what I am
reading?
How can I use the text context to recognize
unfamiliar words?
Why is it important to use phrasing and
appropriate pausing during reading?
How do I use volume and expression to match
mood, characters and type of text?
Why do I need to change my speed according to
the text I am reading?
How do I read accurately?
Assessments
Concepts Skills
Beginning and ending consonants Read on-level text with purpose and
Short vowel patterns understanding
Letter sounds including blends and digraphs Read on-level text orally with accuracy,
Final-e appropriate rate, and expression (prosody)
Long vowels, long vowel teams Use context to confirm or self-correct word
Word families recognition and understanding, rereading as
Word wall words necessary
Inflectional endings
Comprehension Strategies
Reading Strategies
Prosody
I Can Statements
I can understand what I read.
I can read accurately.
I can read smoothly.
I can read with expression.
I can pause at punctuation when I read.
I can self-correct when I read.
I can re-read to understand what words mean.
Common Core State
PA Core Standard
Standard
CC.1.2.1.A – Identify the main idea and retell key details of text.
RI.1.2
Taught in Unit(s)
Units: 2, 3, 6
First grade students should be able to identify the main idea and retell the key details in their own words.
Use questions and prompts such as:
What is the main idea of this text?

Can you find one of the important ideas in this text?
Can you find another important idea?
Students sometimes get confused on what to do for graphic organizers. Teachers should explicitly
teach these organizers to aide students learning.

Authors of informational texts include key details in Why is it important to identify the main idea of a
order to help readers make meaning of the text. non-fiction text?
Why is it important to retell key details of a non-
Good readers use key details in an informational text fiction text?
to identify the main topic What are the important parts of a retelling with
non-fiction texts?
How does retelling help me comprehend a text?
Assessments
Concepts Skills
Informational text (both literary non-fiction and Identify and retell key details in an informational
expository/technical texts) text
Main idea Identify the main topic of an informational text
Difference between the main idea and key details Describe or graphically represent the
How to retell/restate details relationship between main topic and key details
Making connections Identify the main topic and retell key details of a
text.
Make connections (text to text, text to self, and
text to world)
I Can Statements
I can find the main idea and details in a section of non-fiction.
I can tell the order of events in a non-fiction text.
Common Core State
PA Core Standard
Standard
CC.1.2.1.B – Ask and answer questions about key details in a text.
RI.1.1
Taught in Unit(s)
Units: 3, 6
First grade students continue to build on the skill of asking and answering questions about key details in a
text. Use a question and prompt such as:
Think about what you read and create your own question about an important idea in this text.
If student’s are having trouble coming up with questions, having them begin their sentence with,
“I wonder…” really helps them.
It is important for students to know that they won’t find all the answers to their questions in that
particular text they are reading at the time.

Authors include key details in informational texts Why is using the 5 W’s + H questions (who, what,
which can help a reader ask and answer questions. where, when, why, & how) helpful when I am
reading?
Good readers know a question is different from a Why is it important to make predictions before,
statement and requires an answer. during, and after reading?
Why is it important to use background
knowledge to make connections with the stories?
Why is it important to differentiate between true
and false information?
Why is it important to use background
knowledge to make inferences with non-fiction
text?
How can I compare and contrast information in
non-fiction text?
How can I differentiate between fact and
opinion?
Assessments
Concepts Skills
Texts Make reasonable predictions as they read
Questions Use information from the text and background
Answers knowledge to make inferences
Key details Ask and answer questions which begin with who,
Predictions what, where, when why, and how
Inferences Ask and answer questions about key details in a
Background knowledge text
5 W’s + H questions (who, what where, when, Differentiate between true and false
why & how) Differentiate between fact and opinion
Compare and contrast Compare and contrast non-fiction text
Fact and opinion
True and false
Inferences
I Can Statements
I can answer who, what, where, when, why and how questions after reading non-fiction text.
I can ask who, what, where, when, why and how questions when reading a non-fiction text.
I can differentiate between true and false information.
I can make an inference using my background knowledge.
I can differentiate between fact and opinion.
I can compare and contrast non-fiction text.
Standard
CC.1.2.1.E – Use various text features and search tools to locate key facts or
RI.1.5 information in a text.
Taught in Unit(s)
Units: 2, 3, 6
First grade students should understand how to use text features to help them understand the text. Use
questions and prompts such as:
What features in the text help you find important information?

How do the headings help you understand the text?
What does the table of contents help you to know?
Text features occur in other places besides books. They are used the same way as in the books we read.
Key facts are ideas that are so important to the topic, it can’t be left out. Students need to be clear so that
they are able to include all of these.

Authors include text features to help the reader How can the sequence of key ideas and details
understand the text help me understand the text?
What are non-fiction texts features?
Good readers use text features to locate key facts or How can non-fiction text features help me
information in a text comprehend the text?
Assessments
Concepts Skills
Informational text (both literary nonfiction and Identify the headings, tables of contents,
expository/technical texts) glossaries, electronic menus, and icons
Text features (e.g., headings, tables of contents, Know and use various text features to locate key
glossaries, electronic menus, and icons) facts or information
Characteristics of key fact
I Can Statements
I can use text features to help me understand non-fiction text.
Standard
CC.1.3.1.A – Retell stories, including key details, and demonstrate
RL.1.2 understanding of their central message or lesson.
Taught in Unit(s)
Units: 1, 5
First grade students use key details to retell stories in their own words and reveal an understanding about
the central message of the text. Use questions and prompts such as:
 Can you tell me what happened in the story at the beginning? What happened after that? What
happened at the end of the story?
 Can you tell me the important things that happened in the story?
When retelling, students need to understand that the story elements need to be retold in the order that they
occurred in the story.

Authors include details that help readers make sense  Why is it important to identify the central
of stories message of a text?
 Why is it important to retell key events of a text?
Good readers create an effective retelling that  What are the important parts of a retell?
includes important events and supporting details.  How does retelling a story help me determine the
central message of the text?
 How does retelling a story help me comprehend
a text?
 How can I make a connection to the text?
Assessments
Concepts Skills
 Literary texts  Recognize key details in a story
 How to retell literary stories  Retell (or graphically represent) key details
 Characteristics of stories (e.g., beginning, middle, from literary texts
end)  Recognize that key details show a central
 Differences between central message and lesson message, lesson or moral
 Differences between key ideas and details  Demonstrate (e.g., visual, auditory, tactile,
kinesthetic) understanding of central message or
 Characteristics of an effective retelling
lesson
 Methods for demonstrating understanding of the
 Retell stories, including key details, and
story message or lesson. demonstrate understanding of their central
 Making connections message or lesson
 Make connections (text to text, text to self, and
text to world)
I Can Statements
I can tell about the information in a story using my own words.
I can retell the important events in the beginning, middle, and ending of a story.
I can make connections.
I can recall the stories central message and lesson.
Standard
CC.1.3.1.B – Ask and answer questions about key details in a text.
RL.1.1
Taught in Unit(s)
Units: 4, 5
First grade students continue to build on the skill of asking and answering questions about key details in a
text. Use questions and prompts such as:
Can you tell me what happened in the story at the beginning? What happened after that? What
happened at the end of the story?
Can you tell me the important things that happened in the story?
When using schema, students should use experiences that they know about and have dealt with.
If students have a hard time producing questions, have them start their sentences with “I wonder…”

Authors include key details in literary texts which Why is it important to make predictions while I
can help a reader ask and answer questions. am reading?
How can I use my schema to make inferences
Good readers know a question is different from a while I am reading?
statement and requires an answer. Why is using the 5 w’s + H questions (who, what,
where, when, why, & how) helpful when I am
reading?
Assessments
Concepts Skills
Texts Make reasonable predictions as they read
Questions Use information from the text and background
Answers knowledge and information from the text to
Key details make inferences
Predictions Ask and answer questions which begin with who,
Inferences what, where, when why, and how
Background knowledge Ask and answer questions about key details in a
5 W’s + H questions (who, what, where, when, text
why and how)
I Can Statements
I can tell who, what, where, when, why and how after reading stories.
I can ask who, what, where, when, why and how questions after reading stories.
I can make predictions.
I can use my schema to infer.
Standard
CC.1.3.1.C – Describe characters, settings, and major events in a story, using
RL.1.3 key details.
Taught in Unit(s)
Units: 1, 4, 5
First grade students use key details to tell about the story elements. Use questions and prompts such as:
Can you tell me where the story/play took place?
Who are the characters in the story/play?
What do you know about them?
Students should understand that there can be multiple characters, settings, and events that occur in
stories.

Authors choose key details to describe characters, How do I identify the characters, setting, and
setting, and events that will help readers understand events in a story or play?
stories and plays. How does graphically representing the story
elements help me recall the story elements?
Good readers identify characters, settings and major How do you use the key details to support the
events in a story in order to understand literary descriptions of characters, setting, and major
text(s). events?
Assessments
Concepts Skills
Literary texts Identify the major events in a story or play
Major events in a story Identify the characters in a story or play
Important/supporting key details Identify the beginning, middle and end of a story
Story & Play elements or play
o Plot (e.g., major events) Describe or graphically represent characters,
o Beginning, middle and end setting and major events in a story or play
o Problem/Solution Use key details to support descriptions of
o Character characters, setting, and major events
o Setting (e.g., time, place) Identify cause and effect in a story or play
o Cause and effect
I Can Statements
I can name the characters, setting and events in a story or play.
I can graphically represent characters, setting, and major events in a story or play.
I can use key details to support descriptions of characters, setting, and major events.
I can identify the cause and effect in a story or play.
PA Core Standard Common Core State Standard
L.1.1 - Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Use common, proper and possessive nouns
Use singular and plural nouns with matching verb in basic sentences
(e.g., He hops; We hop).
Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they,
them, their, anyone, everything).
Use verbs to convey a sense of past, present, and future (e.g.,
Yesterday I walked home; Today I walk home; Tomorrow I will walk
home).
Use frequently occurring adjectives
Use frequently occurring conjunctions (e.g., and, but, or, so, because).
Use determiners (e.g., articles, demonstratives).
Use frequently occurring prepositions (e.g., during, beyond, toward).
CC.1.4.1.F, L & R Produce and expand complete simple and compound declarative,
interrogative, imperative and exclamatory sentences in response to
prompts.
L.1.2 - Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.
Capitalize dates and names of people.
Use end punctuation for sentences
Use commas in dates and to separate single words in a series.
Use conventional spelling for words with common spelling patterns
and for frequently occurring irregular words
Spell untaught words phonetically, drawing on phonemic awareness
and spelling conventions.
Taught in Unit(s)
Units: 1, 2, 3, 4, 5, 6
First grade students must have a command of the grammar and usage of spoken and written standard
English. Standards that are related to conventions are appropriate to formal spoken English as they are to
formal written English.
At this level, emphasis expands to include verb tense, possessives, pronouns, adjectives, conjunctions, and
more complex sentences. With conventions, students are becoming more adept at ending punctuation,
expanding their understanding and usage of capitalization, and spelling unknown words phonetically.
Adding endings to words can be difficult for students.
Clarifying verb tenses with students will help with automaticity.

First grade students speak using proper conventions How do I speak in complete sentences using
and grammar. proper conventions and grammar?
How do I write in complete sentences using
First grade students write using proper conventions proper conventions and grammar?
and grammar.
Assessments
Concepts Skills
Dates and names Recognize dates and names
Sentence Structure Say and write complete sentences
Punctuation (period, comma, question mark, Use knowledge of letter sounds to spell words
exclamation point) Use punctuation in sentences
Letter-sound relationships (including common
spelling patterns)
Capital/lower-case letters
I Can Statements
I can use common, proper, and possessive nouns.
I can use singular and plural nouns with the right verb.
I can use pronouns.(I, me, my, they, them, their)
I can use adjectives and adverbs correctly.
I can use past, present, and future tense verbs.
I can use adjectives.
I can use conjunctions.(and, but, or, so, because)
I can use determiners.(a, the, this, that, my, many, few)
I can make simple and compound sentences.
I can make telling and asking sentences.
I can capitalize dates and names of people.
I can punctuate sentences.
I can use commas in dates.
I can use commas when writing groups of 3.
I can spell first grade words.
I can use what I know about phonics to spell new words.
W.1.1 - Write opinion pieces in which they introduce the topic or name the
CC.1.4.1.G-J book they are writing about, state an opinion, supply a reason for the opinion,
and provide some sense of closure.
Taught in Unit(s)
Units: 4
First grade students should be able to express their opinion and demonstrate the ability to share their
opinion with others. In first grade, students write opinion pieces that clearly state their preferences and
supply a reason for their thinking. In doing so, students need multiple opportunities to express opinions and
develop writing behaviors.
Students need to engage in behaviors (turn and talk, small group discussion, and emergent writing and
speaking learning centers) that lead to the expression of ideas both verbally and in writing: Students will
also need a purposeful focus on choice- making throughout ELA. For example, in this grade students are
expected to be able to select a reason that supports their opinion and be able to share their thinking.
First grade students are required to include both an introduction and a sense of closure or a closing
statement in their writing. Students will need to build strategies for introducing concepts (such as
beginning with a fact or question) and concluding their thoughts (learning to write a summary statement)
when writing. They will begin to use temporal words (now, when, then) to show order of events.
 Students should write about things that they know about.
 The student’s reasons should have substantial reasoning as to why they feel the way they do. Not just, “I
like it.”

Good persuasive writers state clear opinions in their  How do I state a clear opinion about a topic?
writing.  Why is it important to identify my audience for
my persuasive writing?
Good persuasive writers target their writing to a  Why should I provide important reasons and
specific audience. examples to support that position?
 How do I organize my opinion writing so it
Good persuasive writers give reasons and examples persuades my readers?
to support their opinion.
Good authors use model/example texts to guide

them as they compose their own persuasive pieces.
Good authors use temporal words to guide readers

through their writing.
Assessments
Concepts Skills
 How to persuade  Form an opinion about a topic or a text
 Audience  Use teacher selected resources to locate and
 Opinion choose facts and/or examples
 Reason(s) o differentiating between important and
 Evidence (e.g., examples, facts) unimportant reasons
 Difference between important and unimportant o addressing the needs of the audience
reasons/facts/examples  Use/select an appropriate writing format
 Resources (e.g., teacher selected)  Organize writing with a logical order
 Effective introduction/hook (e.g., one that  Write opinion pieces by
includes the writer’s opinion) o introducing a topic
 How to logically group and organize ideas o stating an opinion
 Temporal/time order words (e.g. first, second, o providing reasons that support the opinion
next) o ordering reasons by importance
 Conclusion/closure/concluding statement o providing a sense of closure
 Format choices (e.g., friendly letter,
advertisements)
I Can Statements
I can write clearly and effectively to express my opinion and persuade others.
W.1.2 - Write informative/explanatory texts in which they name a topic,
CC.1.4.1.A-D supply some facts about the topic, and provide some sense of closure.
Taught in Unit(s)
Units: 2,3
First grade students should be able to identify an informational topic and write pieces that include two or
more facts.
also need a purposeful focus on choice- making throughout ELA.
 Students should choose only the most important parts to write about to keep things concise.
 Students need to put the steps to do things in order.
 Having students role-play the events makes it easier to write about.

Good authors use their experiences and background  How can I choose a topic for my writing?
knowledge to help them with their writing.  How do I use research and my own knowledge to
provide facts about a topic?
Good informative/explanatory authors provide  How do I organize my informative/explanatory
information to help the reader understand a topic. writing so it’s easy for the reader to understand?
 How do I write an engaging introduction (a
Good authors use informative/explanatory writing hook)?
to communicate information related to real-world  How can I bring my writing to an appropriate
tasks. closure?
Good authors use model/example texts to guide

them as they compose informative/expository texts.
Good authors use temporal words to guide readers

Assessments
Concepts Skills
 Informative/explanatory writing  Select/name a topic for writing
 Topic  Provide some facts about the topic
 Relevant information/facts  Organize writing in a clear manner
 Sequence/order/idea grouping  Begin writing with an engaging introduction
 Temporal/time order words (e.g. first, second,  Provide a sense of closure/ending/conclusion
last)  Use temporal words to guide the readers through
 Engaging beginning the writing
 Proper closure/ending/conclusion
I Can Statements
I can write to teach in a clear and engaging manner.
PA Core Standards Common Core State Standard
W.1.3 - Write narratives in which they recount two or more appropriately

CC.1.4.1.M-P sequenced events, include some details regarding what happened, use
temporal words to signal event order, and provide some sense of closure.
Taught in Unit(s)
Units: 5, 6
In first grade, students write narrative pieces that recount two or more appropriately sequenced events and
include some details regarding what happened. They use narrative writing to describe an experience with
thoughts and feelings
also need a purposeful focus on choice-making throughout ELA.
 Narrative stories include: characters, setting, beginning, middle, and ending.
 Using a Story Hand helps to have a visual representation for students.

Good authors use their experiences and background  How do I come up with ideas for my story?
knowledge to help them with their writing.  What are the story elements that I need to create
my own narrative writing piece?
Good authors use model/example texts to guide  How do I organize my narrative writing so it’s
them as they compose their own narrative pieces. easy for the reader to follow?
 How do I write an engaging introduction?
Good authors include important story elements to  How can I add details and strong words choices
tell about events and reflect upon those events. to make my story “come to life”?
 How can I bring my stories to an appropriate
Good authors use temporal words to guide readers closure?
Good authors include details that bring

events/people to life for the reader.
Assessments
Concepts Skills
 Writing Ideas  Develop or create character(s) and plot
 Narrative writing components  Select/identify two or more events to tell about
 Event(s) (topic and situation-what happened. For  Provide relevant details about the event (s)
example, “my dog” is a topic; “my dog ate my  Organize writing in the order in which the events
homework” is an event) occurred, appropriately sequencing events
 Relevant details/examples (e.g., how things look,  Use temporal words to signal event order and
feel, smell, sound, taste) transition from one event to another
 Temporal/time order words (e.g. first, next, then)  Begin the story with an engaging introduction
 Reaction/response (e.g. Why was the event  Provide a sense of closure/ending/conclusion
important? How did the event make you feel?)
 Order of events (e.g., beginning, middle, end)
 Engaging beginning
 Proper closure/ending/conclusion
 Forms (e.g., stories, journal entries)
I Can Statements
I can use what I know to write clear and organized stories.
I can write stories that are exciting and engaging to my readers.
W.1.5 - With guidance and support from adults and peers, focus on a topic,
CC.1.4.1.T respond to questions and suggestions from peers, and add details to
CC.1.4.1.E, K & Q strengthen writing as needed.
Taught in Unit(s)
Units: 2, 3, 4, 5, 6
With assistance from adults and peers, students should focus their writing on a topic and be able to respond
to questions and suggestions. In order to do so, students need to understand how to add descriptive words
to their writing to strengthen their piece. They also need to develop the ability to recognize spelling,
grammar, and punctuation errors and have strategies for correcting these errors with assistance (during
conferences and peer editing).
When revising, students add something NEW. Sometimes, students don’t realize this.
It’s important that students understand that they are making their writing BETTER, not necessarily
LONGER.

With guidance and support good writers reread and How do I use revising to ensure my writing
revise to strengthen writing pieces. makes sense and is engaging to the reader?
With guidance and support good writers recognize How do I use editing to ensure correct spelling,
and correct spelling, grammar, and punctuation grammar, and punctuation in my writing?
errors
Assessments
Concepts Skills
Word wall words Identify where to add details
Describing words Use writing resources
Details Reread writing to make sure it makes sense
Dates and names Recognize dates and names
Sentence structure Say and write complete sentences
Punctuation (period, comma, question mark, Use knowledge of letter sounds to spell words
exclamation point) Use punctuation in sentences
Letter-sound relationships (including common
spelling patterns)
Capital/lower case letters
I Can Statements
I can reread my own writing to make sure it makes sense.
I can revise my writing to make it more engaging to my readers.
I can edit my writing to ensure it has correct spelling, grammar and punctuations.
I can improve my writing by using a rubric or conferencing with others.
CVSD Math Scope and Sequence ~ 1st Grade
2.1 Numbers & 2.4 Measurement, Data,
2.2 Algebraic Concepts 2.3 Geometry
Operations and Probability
Unit Time Line Priority Standards Priority Standards Priority Standards Priority Standards
Trimester 1 CC.2.2.1.A.1
1
(16 Days) CC.2.2.1.A.2
2
(24 Days) CC.2.2.1.A.2
3
(20 Days) CC.2.2.1.A.2
Trimester 2 CC.2.1.1.B.2 CC.2.2.1.A.1

4
(30 Days) CC.2.1.1.B.3 CC.2.2.1.A.2

5
(30 Days) CC.2.1.1.B.3 CC.2.2.1.A.2
Trimester 3 CC.2.2.1.A.1 CC.2.4.1.A.4

6
(20 Days)
CC.2.2.1.A.1 CC.2.3.1.A.1 CC.2.4.1.A.1

Trimester 3
7 CC.2.2.1.A.2 CC.2.3.1.A.2 CC.2.4.1.A.2
(30 Days)
CC.2.4.1.A.4

8
(10 Days)
First Grade Math Priority Standards
CCSS PA CORE Numbers and Operations

1.NBT.2
CC.2.1.1.B.2 Use place value concepts to represent amounts of tens and ones and to compare two digit numbers.
1.NBT.3
1.NBT.4
1.NBT.5 CC.2.1.1.B.3 Use place value concepts and properties of operations to add and subtract within 100.
1.NBT6
CCSS PA CORE Algebraic Concepts
1.OA.1
1.OA.2
CC.2.2.1.A.1 Represent and solve problems involving addition and subtraction within 20.
1.OA.5
1.OA.6
1.OA.3
1.OA.4 Understand and apply properties of operations and the relationship between addition and
CC.2.2.1.A.2
1.OA.7 subtraction.
1.OA.8
CCSS PA CORE Geometry
1.G.1
CC.2.3.1.A.1 Compose and distinguish between two- and three-dimensional shapes based on their attributes.
1.G.2
1.G.3 CC.2.3.1.A.2 Use the understanding of fractions to partition shapes into halves and quarters.
CCSS PA CORE Measurement, Data, and Probability
1.MD.1
CC.2.4.1.A.1 Order lengths and measure them both indirectly and by repeating length units.
1.MD.2
1.MD.3 CC.2.4.1.A.2 Tell and write time to the nearest half hour using both analog and digital clocks
1.MD.4 CC.2.4.1.A.4 Represent and interpret data using tables/charts.
CVSD Math Curriculum Map ~ 1st Grade
Standard
CC.2.1.1.B.2 Use place value concepts to represent amounts of tens and
1.NBT.2, 1.NBT.3
ones and to compare two digit numbers.
Taught in Unit(s)
Unit 4, Unit 5
In First Grade, students are asked to unitize ten individual ones as a whole unit: “one ten”. Students
explore the idea that the teen numbers (11 to 19) can be expressed as one ten and some leftover
ones.
Example: Here is a pile of 12 cubes. Do you have enough to make a ten? Would you have any
leftover? If so, how many leftovers would you have?
Student A Student B
I filled a ten frame to make one ten and I counted out 12 cubes. I had enough to make 10. I now
had two counters left over. I had have 1 ten and 2 cubes left over. So the number 12 has 1
enough to make a ten with some ten and 2 ones. In addition, when learning about
leftover. The number 12 has 1 ten and forming groups of 10, First Grade students learn that a
2 ones. numeral can stand for many different amounts,
depending on its position or place in a number.
First Grade students use their understanding of groups and order of digits to compare two numbers
by examining the amount of tens and ones in each number.
Example: Compare these two numbers. 42 __ 45
Student A Student B
42 has 4 tens and 2 ones. 45 has 4 tens and 5 42 is less than 45. I know this because when I
ones. They have the same number of tens, but count up I say 42 before I say 45.
45 has more ones than 42. So, 42 is less than 42 < 45 This says 42 is less than 45.
45. 42 < 45
1. Students ignore the need for regrouping when subtracting with numbers 0 to 20 and think that
they should always subtract a smaller number from a larger number. For example, students
solve 15 – 7 by subtracting 5 from 7 and 0 (0 tens) from 1 to get 12 as the incorrect answer.
2. Often when students learn to use an aid (Pac Man, bird, alligator, etc.) for knowing which
comparison sign (<, >, = ) to use, the students don’t associate the real meaning and name with
the sign.
 The base-ten number system is a way to  How, do we use comparison signs (>,<, =) to
organize, represent and compare numbers compare numbers?
using groups of ten and place value.  How do we determine the number of tens
and ones in a 2-digit number?
Assessments
Concepts Skills
Place value concepts Represent amounts of tens and ones
Compare two digit numbers
I Can Statements
1. I can use place value to represent numbers in different ways.

2. I can tell the size of the number and its nearness to 10 or 100 because I know that the first digit
in a two-digit number is the number that is the most important to tell the size.
3. I can use the concepts of tens and ones to represent and compare numbers using, <,>, and =.
Standard
CC.2.1.1.B.3 Use place-value concepts and properties of operations to
1.NBT.4, 1.NBT.5, 1.NBT.6
add and subtract within 100.
Taught in Unit(s)
Unit 4, Unit 5, Unit 8
Students should use concrete models, drawings and place value strategies to add and subtract
within 100. (Students should not be exposed to the standard algorithm of carrying or borrowing in
first grade). Students should be exposed to problems both in and out of context and presented in
horizontal and vertical forms. They should always explain and justify their mathematical thinking
both verbally and in a written format..
Examples:
43 + 36 28 29
Student counts the 10s (10, +34 +14
20, 30…70 or 1, 2, 3…7 tens) Student thinks: 2 tens plus 3 Student thinks: “29 is almost
and then the 1s. tens is 5 tens or 50. S/he 30. I added one to 29 to get to
counts the ones and notices 30. 30 and 14 is 44. Since I
there is another 10 plus 2 added one to 29, I have to
more. 50 and 10 is 60 plus 2 subtract one so the answer is
more or 62. 43.”
Students need to build on their work with tens and ones to understand and apply the concept of 10
by mentally adding ten more and ten less than any number less than 100. It is critical for students
to do this without counting.
Example:
There are 74 birds in the park. 10 birds fly away. How many are left?
Student 1: I used a 100s board. I started at 74. Then, because 10 birds flew away. I moved back one
row. I landed on 64. So, there are 64 birds left in the park.
Student 2: I pictured 7 ten frames and 4 left over in my head. Since 10 birds flew away. I took one of
the ten frames away. That left 6 ten frames and 4 left over. So, there are 64 birds left in the park.
Students should use concrete models, drawings and place value strategies to subtract multiples of
10 from decade numbers (e.g., 30, 40, 50). This skill is foundational for future work in subtraction
with more complex numbers
Examples:
 70 - 30: Seven 10s take away three 10s is four 10s
 80 - 50: 80, 70 (one 10), 60 (two 10s), 50 (three 10s), 40 (four 10s), 30 (five 10s)
 60 - 40: I know that 4 + 2 is 6 so four 10s + two 10s is six 10s so 60 - 40 is 20
.
First graders may think they can take away more than the number of items in a given
set, resulting in a negative number below zero.

 The base-ten number system is a way to
organize, represent and compare  How can I use strategies to subtract
numbers using groups of ten and place multiples of 10?
value.  How can I mentally ding 10 more or 10 less
than a number?
 How can I use strategies to subtract multiples
of 10?
Assessments
Concepts Skills
Add within 100
Place value concepts Subtract within 100
Properties of operations
I Can Statements
 I can mentally find 10 more of a number.
 I can mentally find 10 less than a number.
 I can subtract multiples of 10-90 using concrete models.
 I can add multiples of 10 to a one-digit and two-digit number.
 I can add a 2-digit number and a one digit number
 I can add a 2-digit number and a multiple of 10.

Standard
1.OA.1, 1.OA.2, 1.OA.5, CC.2.2.1.A.1 Represent and solve problems involving addition and
1.OA.6 subtraction within 20.
Taught in Unit(s)
Units 1-8
Teachers should be cognizant of the three types of addition and subtraction problems: Result Unknown,
Change Unknown, and Start Unknown.
Result Unknown Change Unknown Start Unknown

Least complex for students Most Difficult for students to solve
There are 9 students on the There are 9 students on the Here are some students on the
playground. Then 8 more playground. Some more playground. Then 8 more students
students showed up. How students showed up. There are came. There are now 17 students.
many students are there now 17 students. How many How many students were on the
now? students came? playground at the beginning?
9+_____=17
9+8= ____________ ________ = 8=17
Students need to join three numbers whose sum is less than or equal to 20, using a variety of mathematical
representations.
Examples:
There are 6 cookies on the plate. There are 4 oatmeal raisin cookies, 5 chocolate chip cookies, and 6
gingerbread cookies. How many cookies are there total?
Adding with a 10 Frame and counters Look for Ways to Make 10 Number Line
I put 4 counters on the 10 Frame for the I know that 4 and 6 equals 10, I counted on the number
oatmeal raisin cookies. Then, I put 5 different so the oatmeal raisin and the line. First, I counted 4,
color counters on the 10 Frame for the gingerbread equals 10 cookies. then I counted 5 more
chocolate chip cookies. Then I put another 6 Then, I add the 5 chocolate and landed on 9. Then, I
color counters out for the gingerbread chip cookies and get 15 total counted 6 more and
cookies. Only one of the gingerbread cookies cookies. landed on15. So there
fit, so I had 5 left over. One 10 Frame and 5 were 15 total cookies.
leftover cookies make 15 cookies.
1. Many children misunderstand the meaning of the equal sign. The equal sign means; is the same as,
but most primary students believe the equal sign tells you that the answer is coming up to the right
of the equal sign. This misconception is over-generalized by only seeing examples of number
sentences with an operation to the left of the equal sign and the answer on the right.
2. Many students believe it is valid to assume that a key word or phrase in a problem suggests the same
operation will be used every time. For example, they might assume that the word left always means
that subtraction must be used to find a solution.
 Mathematical operations are related and  How do I solve addition problems within 20?
used to solve problems.  How do I solve subtraction problems within 20?
 The same number sentence (12-4 = 8) can be  How can I determine the unknown whole
associated with different concrete or real number in an addition or subtraction problem?
world situations AND different number  How are addition and subtraction related?
sentences can be associated with the same
concrete or real world situation.
Assessments
Concepts Skills
Addition facts Solve addition problems within 20
Subtraction facts Solve subtraction problems within 20
I Can Statements
 I can use the plus or minus sign to show the operations of addition and subtraction.
 I can show and explain addition as combining sets and counting on.
 I can show and explain subtraction as take-away or minus.
 I can create strategies for basic addition facts.
 I can create strategies for basic subtraction facts.
 I can solve addition word problems with three whole numbers.
 I can determine an unknown whole number in an addition problem.
 I can determine an unknown whole number in a subtraction problem.
Standard
1.OA.3, 1.OA.4, 1.OA.7, CC.2.2.1.A.2 Understand and apply properties of operations and the
1.OA.8 relationship between addition and subtraction.
Taught in Unit(s)
Unit 1, Unit 2, Unit 3, Unit 4, Unit 5, Unit 7
Students need to apply properties of operations as strategies to add and subtract. Students do not need to
use formal terms for these properties. Students should use mathematical tools, such as cubes and counters,
and representations such as the number line and a 100 chart to model these ideas.
Example:
Student can build a tower of 8 green cubes and 3 yellow cubes and another tower of 3 yellow and 8 green
cubes to show that order does not change the result in the operation of addition. Students can also use cubes
of 3 different colors to prove that (2 + 6) + 4 is equivalent to
2 + (6 + 4) and then to prove 2 + 6 + 4 = 2 + 10. Students should understand the important ideas of the
following properties:
 Identity property of addition (e.g., 6 = 6 + 0)
 Identity property of subtraction (e.g., 9 – 0 = 9)
 Commutative property of addition--Order does not matter when you add numbers.
 Associative property of addition--When adding a string of numbers you can add any two numbers
first. (e.g., 3 + 9 + 1 = 3 + 10 = 13)
Students need to use subtraction in the context of unknown addend problems.

When determining the answer to a subtraction problem, 12 - 5, students think, “If I have 5, how many more
do I need to make 12?” Encouraging students to record this symbolically, 5 + ? = 12, will develop their
understanding of the relationship between addition and subtraction. Some strategies they may use are
counting objects, creating drawings, counting up, using number lines or 10 frames to determine an answer.
Example:
12 – 5 = __ could be expressed as 5 + __ = 12. Students should use cubes and counters, and representations
such as the number line and the100 chart, to model and solve problems involving the inverse relationship
between addition and subtraction.
Student 1
I used a ten frame. I started with 5 counters. I now that I had to have 12, which is one full ten frame and two
left overs. I needed 7 counters, so 12 – 5 = 7
Student 2
Draw a number line
I started at 5 and counted up until I reached 12. I counted 7 numbers, so I knew that 12 – 5 = 7.
Students should work with the concept of equality by identifying whether equations are true or false.
Therefore, students need to understand that the equal sign does not mean “answer comes next”, but rather
that the equal sign signifies a relationship between the left and right side of the equation. In order for
students to avoid the common pitfall that the equal sign means ―”to do something” or that the equal sign
means ―”the answer is”, they need to be able to:
 Express their understanding of the meaning of the equal sign
 Accept sentences other than a + b = c as true (a = a, c = a + b, a = a + 0, a + b = b + a)
 Know that the equal sign represents a relationship between two equal quantities
 Compare expressions without calculating
In addition, Students should be exposed to various representations of equations, such as:
 an operation on the left side of the equal sign and the answer on the right side (5 + 8 = 13)
 an operation on the right side of the equal sign and the answer on the left side (13 = 5 + 8)
 numbers on both sides of the equal sign (6 = 6)
 operations on both sides of the equal sign (5 + 2 = 4 + 3).
Students need many opportunities to model equations using cubes, counters, drawings, etc.
These key skills are hierarchical in nature and need to be developed over time.
Experiences determining if equations are true or false help student develop these skills. Initially, students
develop an understanding of the meaning of equality using models.
 First graders may think the cumulative property applies to subtraction.
 First graders might have informally encountered negative numbers in their lives, so they think they can
take away more than the number of items in a given set, resulting in a negative number below zero.
 Many students think that the equals sign means that an operation must be performed on the numbers on
the left and the result of this operation is written on the right. They think that the equal sign is like an
arrow that means becomes and one number cannot be alone on the left. Students often ignore the equal
sign in equations that are written in a nontraditional way.

Numbers, measures, expressions, equations, and  How are addition and subtraction related?
inequalities can represent mathematical situations  When solving a problem, how do we know how
and structures in many equivalent forms. to solve it?
 How can I determine if equations are true or
false?
Assessments
Concepts Skills
Properties of operations Describe, extend, compare, and create patterns
Relationship between addition and subtraction
I Can Statements
 I can show the equal means “the same as” using pictures.
 I can count up as a strategy to subtract.
 I can use cubes and counters to represent addition and subtraction.
 I can determine if equations are true or false.
Standard
CC.2.3.1.A.1 Compose and distinguish between two-and-three-dimensional
1.G.1, 1.G.2
shapes based on their attributes.
Taught in Unit(s)
Unit 7
Students must determine which attributes of shapes are defining compared to those that are non-defining.
Defining attributes are attributes that must always be present and that help to define a particular shape
(#angles, # sides, length of sides, etc.). Non-defining attributes are attributes that do not always have to be
present and do not define a particular shape (color, position, location, etc.). The shapes can include triangles,
squares, rectangles, and trapezoids.
Example:
All triangles must be closed figures and have 3 sides. These are defining attributes.
Triangles can be different colors, sizes and be turned in different directions, so these are non-defining.
A child might describe a triangle as “right side up” or “red”. These attributes are not defining because they
are not relevant to whether a shape is a triangle or not. Students should articulate ideas such as, “A triangle
is a triangle because it has three straight sides and is closed”. It is important that students are exposed to
both regular and irregular shapes so that they can communicate defining attributes. Students should use
attribute language to describe why these shapes are not triangles.
Students should also use appropriate language to describe a given three-dimensional shape: number of faces,
number of vertices/points, number of edges.
Example: A cylinder may be described as a solid that has two circular faces connected by a curved surface
(which is not considered a face). Students may say, “It looks like a can”.
Students should compare and contrast two-and three-dimensional figures using defining attributes.
Examples:
 List two things that are the same and two things that are different between a triangle and a cube.
 Given a circle and a sphere, students identify the sphere as being three-dimensional but both are
round.
 Given a trapezoid, find another two-dimensional shape that has two things that are the same.
Students need to compose (build) a two-dimensional or three-dimensional shape from two shapes. This
standard includes shape puzzles in which students use objects (e.g., pattern blocks) to fill a larger region.
Examples:
 Show the different shapes that you can make by joining a triangle with a square.
 Show the different shapes you can make joining a trapezoid with a half-circle.
 Show the different shapes you can make with a cube and a rectangular prism.
Students may use pattern blocks, plastic shapes, tangrams, or computer environments to make new shapes.
The teacher can provide students with cutouts of shapes and ask them to combine them to make a particular
shape.
Example:
 What shapes can be made from four squares?
 Students may think that a square that has been rotated so that the sides form 45-degree angles with
the vertical diagonal is no longer a square but a diamond.
 Some students may think that the size of the equal shares is directly related to the number of equal
shares. For example, they think that fourths are larger than halves because there are four fourths in
one whole and only two halves in one whole. Students need to focus on the change in the size of the
fractional parts as recommended in the folding shapes strategy. (Focus on Concrete and
Representational activities).

Two- and three- dimensional objects can be Why are these shapes congruent?
described, classified and analyzed by their attributesWhy aren’t these shapes congruent?
and their location can be described quantitatively. How is a sphere different from a circle?
How is a cube different from a square?
What solid shapes have 6 faces?
What solid shapes have curved parts?
What solid shapes have 8 corners?
What solid shapes have no corners?
Assessments
Concepts Skills
Attributes of shapes Create two-dimensional shapes
Create three-dimensional shapes
Describe shapes based on attributes
I Can Statements
1. I can identify, compare and sort shapes. For example:
a. Name and show triangles of different sizes, shapes or positions.
b. Describe a shape using the number of sides and comers.
2. I can create new shapes by combining or cutting apart already made shapes
3. I can tell the names of the sides that make up a 3-D shape.
4. I can copy and draw simple shapes from memory.
http://www2.westerville.k12.oh.us/Curriculum/ES%20Math.htm
Standard
CC.2.3.1.A.2 Use the understanding of fractions to partition shapes into
1.G.3
halves and quarters.
Taught in Unit(s)
Unit 7
This is the first time students begin partitioning regions into equal shares using a context such as
cookies, pies, pizza, etc... This is a foundational building block of fractions, which will be extended in
future grades. Students should have ample experiences using the words, halves, fourths, and
quarters, and the phrases half of, fourth of, and quarter of.
Students should also work with the idea of the whole, which is composed of two halves, or four
fourths or four quarters.
Example:
How can you and a friend share equally (partition) this piece of paper so that you both have the
same amount of paper to paint a picture?
Student 1 Student 2
I would split the paper right down the middle. I would split it from corner to
That gives up two halves. I have half of the corner(diagnollay). She gets half the paper and
paper and my friend has the other half of the I get half of the paper.
paper.
Students need many experiences with different sized circles and rectangles to recognize that when
they cut something into two equal pieces, each piece will equal one half of its original whole.
Children should recognize that halves of two different wholes are not necessarily the same size.
Also they should reason that decomposing equal shares into more equal shares results in smaller
equal shares.
Some students may think that the size of the equal shares is directly related to the number of equal
shares. For example, they think that fourths are larger than halves because there are four fourths in one
whole and only two halves in one whole.

With a focus on halves and fourths you will develop Can you find one half or one fourth of a geometric
strategies for finding fractional components of figure of a set?
numbers and investigate the concept of symmetry How many halves are there in a whole?
by partitioning geometric shapes. How are doubles and halves alike?
What does it mean when you have equal shares?
What does the top number in one fourth tell us?
What does the bottom number in one fourth tell us?
Assessments
Concepts Skills
Divide shapes into halves
Fractions Divide shapes into quarters
Halves
Quarters
I Can Statements
1. I can show fractions using words and models for halves, thirds and fourths, knowing that
fractions are equal size parts.
2. I can use quarters to show fourths and half of a dollar.
Standard
CC.2.4.1.A.1 Order lengths and measure them both indirectly and by
1.MD.1, 1.MD.2
repeating length units.
Taught in Unit(s)
Unit 7
Students must indirectly measure objects by comparing the length of two objects by using a third
object as a measuring tool. This concept is referred to as transitivity.
Example:
Which is longer: the height of the bookshelf or the height of a desk?
In order for students to be able to compare objects, students need to understand that length is
measured from one end point to another end point. They determine which of two objects is longer,
by physically aligning the objects. Typical language of length includes taller, shorter, longer, and
higher. When students use bigger or smaller as a comparison, they should explain what they mean
by the word. Some objects may have more than one measurement of length, so students identify the
length they are measuring. Both the length and the width of an object are measurements of length.
Examples for ordering:

Order three students by their height
Order pencils, crayons, and/or markers by length
Build three towers (with cubes) and order them from shortest to tallest
Three students each draw one line, then order the lines from longest to shortest
Example for comparing indirectly:

Two students each make a snake out of dough. Given a tower of cubes, each student
compares his/her snake to the tower. Then students make statements such as, “My snake is
longer than the cube tower and your snake is shorter than the cube tower. So, my snake is
longer than your snake.”
Students should use multiple copies of one object to measure a larger object. This concept is
referred to as iteration. Students will learn to recognize the importance of making sure that there
are not any gaps or overlaps in order to get an accurate measurement.
Example:
Ask students to use multiple units of the same object to measure the length
Students use their counting skills while measuring with non-standard units. While this standard
limits measurement to whole numbers of length, in a natural environment, not all objects will
measure to an exact whole unit. When students determine that the length of a pencil is six to seven
paperclips long, they can state that it is about six paperclips long.
Some first graders may view the measurement process as a procedural counting task. Students
need numerous experiences measuring lengths with student-made tapes or rulers with numbers
in the center of the spaces. They may have gaps or overlaps with the units they are using to
measure. They may not understand that the units used to measure must be the same size.

Compare and order objects by length? How can I measure objects?
Measure objects with the same-size length units. How can I compare the
Use Common Core Content Standards and Practices measurements of objects?
in a variety of real world problem solving situations. How can I represent the
measurements of objects?
What terms communicate
measurement?
Assessments
Concepts Skills
Place lengths of measure in order
Units of length Measure lengths
I Can Statements
1. I can explain why there are units and tools for measuring length and weight (rulers, scales).
2. I can estimate and measure weights using everyday objects.
3. I can estimate and measure length using everyday objects and a ruler.
Standard
CC.2.4.1.A.2 Tell and write time to the nearest half hour using both
1.MD.3
analog and digital clocks.
Taught in Unit(s)
Unit 7
Students to read both analog and digital clocks and then orally tell and write the time. Times should
be limited to the hour and the half-hour. Students need experiences exploring the idea that when
the time is at the half-hour the hour hand is between numbers and not on a number. Further, the
hour is the number before where the hour hand is. For example, in the clock below, the time is 8:30.
The hour hand is between the 8 and 9, but the hour is 8 since it is not yet on the 9.
Ideas to support telling time:

within a day, the hour hand goes around a clock twice (the hand moves only in one
direction)
when the hour hand points exactly to a number, the time is exactly on the hour
time on the hour is written in the same manner as it appears on a digital clock
the hour hand moves as time passes, so when it is half way between two numbers it is at the
half hour
there are 60 minutes in one hour; so halfway between an hour, 30 minutes have passed
half hour is written with ―”30” after the colon
Students have difficulty distinguishing the hour and minute hand on the clock.

Show, tell and write time in hours and half-hours. How does time influence events?
How is time represented?
How can I tell time to the hour and half-hour on
most digital and dial clocks.
How can I use time order to sequence events.
Assessments
Concepts Skills
Tell time to nearest half hour
Time Write time to nearest half hour
Analog clocks
Digital clocks
I Can Statements
1. I can tell time to the hour and half-hour on most digital and dial clocks.
2. I can use time order to sequence events.
Common Core State Standard PA Core Standard
1.MD.4 CC.2.4.1.A.4 Represent and interpret data using tables/charts.
Taught in Unit(s)
Unit 6
Students create graphs and tally charts using data relevant to their lives (e.g. categorical data--favorite ice
cream, eye color, pets, etc). Graphs may be constructed by groups of students as well as by individual students.
They work with the data by organizing, representing and interpreting data. Students should have experiences
posing a question with 3 possible responses and then work with the data that they collect.
Counting objects should be reinforced when collecting, representing, and interpreting data. Students describe
the object graphs and tally charts they create. They should also ask and answer questions based on these charts
or graphs that reinforce other mathematics concepts such as sorting and comparing. The data chosen or
questions asked give students opportunities to reinforce their understanding of place value, identifying ten
more and ten less, relating counting to addition and subtraction and using comparative language and symbols.
Example:
Students pose a question and the 3 possible responses.
Which is your favorite flavor of ice cream? Chocolate, vanilla or strawberry?
Students collect their data by using tallies or another way of keeping track.
Students organize their data by totaling each category in a chart or table.
What is your favorite flavor ice cream?
Chocolate 12
Vanilla 5
Strawberry 6
Examples of Comparisons:
Examples of comparisons:
What does the data tell us? Does it answer our question?
 More people like chocolate than the other two flavors.
 Only 5 people liked vanilla.
 Six people liked Strawberry.
 7 more people liked Chocolate than Vanilla.
 The number of people that liked Vanilla was 1 less than the number of people who liked Strawberry.
 The number of people who liked either Vanilla or Strawberry was 1 less than the number of people who
liked chocolate.

Organize and represent and interpret data with three  How can I sort data in different ways?
categories.  How can I collect and group data into charts
Solve and Compare Problems. using tally marks?
 How can I show data using picture graphs and
bar graphs?
 How can I read charts, picture graphs and bar
graphs and identify the main ideas and make
conclusions and predictions on the data
 How can I arrange five objects by a property
such as size or weight, and tell the ordinal place
of each object?
Assessments
Concepts Skills
Charts Create a table from data
Tables Create a chart from data
Data Explain data from table
Explain data from chart
I Can Statements
1. I can sort data in many ways.
2. I can collect and group data into charts using tally marks.
3. I can show data using picture graphs and bar graphs.
4. I can read charts, picture graphs, and bar graphs and identify the main ideas, and make conclusions and
predictions on the data.
5. I can make up a question that can be answered by using information from a graph.
6. I can arrange five objects by a property such as size or weight, and tell the ordinal place of each object.
7. I can answer questions about the number of objects on a picture graph, bar graph or table graph (the most,
the least, altogether, many more).
CVSD Science Scope and Sequence
Nature of Environmental Physical Earth and

1st Grade
Science Sciences Sciences Space Sciences
Unit Time Line Priority Standards Priority Standards Priority Standards Priority Standards
Pebbles, Sand, T1 - 6 weeks Inquiry 4.5.1.A 3.3.1.A.1

and Silt T2 - 3 weeks 3.3.1.A.4
Inquiry 3.2.1.A.1
Solids and T2 - 3 weeks
Liquids T3 - 6 weeks
3.2.1.A.3
3.2.1.A.5
CVSD Priority Standards for FOSS Science - Grade 1
(Kits: Pebbles, Sand and Silt and Solids and Liquids)
3.2.A. Chemistry
Observe and describe the properties of liquids and solids.
3.2.1.A.1 Properties of Matter Investigate what happens when solids are mixed with water and
other liquids are mixed with water.
Identify how heating, melting, cooling, etc., may cause changes in
3.2.1.A3 Matter & Energy
properties of materials.
3.2.1.A5 Unifying Themes Recognize that everything is made of matter.
3.3 Earth and Space Sciences
3.3.1.A1 Earth Features and the Observe, describe, and sort earth materials. Compare the
Processes that Change It composition of different soils.
Identify and describe types of fresh and salt-water bodies (ocean,
3.3.1.A4 Water
rivers, lakes, ponds)
4.5 Humans and the Environment
4.5.1.A Sustainability Identify resources humans use from the environment.
Inquiry
Inquiry Observing scientific and engineering practices.
CVSD Science Curriculum Map ~ 1st Grade
CV Priority Standard/PA Academic Standard
3.2.1.A1 – Observe and describe the properties of liquids and solids. Investigate what happens when solids
are mixed with water and other liquids are mixed with water.
Taught in Unit(s)
Solids and Liquids
Explanation/Example of the Standard

Solids and liquids are two states of matter. Each substance has unique observable properties.
 Liquid is something you can drink.
 Solids are heavy and hard to carry.
 Liquids are not matter.
 Liquids have water in them.
 Solids are not made of smaller pieces.
 All solids are the same.
 Liquid is moving (wavy lines in drawings).

Matter can be described and classified based on its  What are the properties of solid objects?
properties.  What are the properties of liquid objects?
 What happens when solids are mixed with
Matter and its properties can change. water?
 What happens when liquids are mixed with
The physical properties of matter make it useful for water?
different purposes.  How do the physical properties of matter make it
useful for different purposes?
 How does matter change?
Assessments
See unit maps for specific unit common assessments.
Concepts Skills
Solid  Observe, describe and compare the properties
Liquid and behaviors of solids and liquids.
Matter
Properties  Observe, describe and record what happens to
when solids and water are mixed and when
liquids and water are mixed.
I Can Statements
I can describe solids and liquids based on their properties.
I can combine and separate solid materials.
I can combine solids and liquids.
3.2.1.A3 - Identify how heating, melting, cooling, etc. may cause changes in the properties of materials.
Taught in Unit(s)
Solids and Liquids

Properties of matter change when they are heated or cooled. Melting is the change from solid to liquid and
freezing is the change from liquid to solid. Sometimes the changes from heating or cooling are reversible,
such as melting chocolate or freezing liquids. Sometimes the changes from heating or cooling are not
reversible, such as baking a cake or burning fuel.
 Melting only occurs when something is hot.
 Freezing only occurs when something is cold.
 Liquids are the only things that can be frozen.

Matter exists in different states and it can be  How do properties of materials change when
changed. they are heated or cooled?
Heating or cooling a substance may cause observable  What types of changes from heating or cooling
changes that may or may not be reversed. can be reversed?
Assessments
Concepts Skills
Melting  Investigate melting and freezing of familiar
Freezing liquids.
Heating
Cooling  Observe and describe changes when solids and
Properties liquids are heated and cooled.
 Provide evidence that some changes caused by

heating or cooling can be reversed and some
cannot.
I Can Statements
I can change matter from one form to another.
3.2.1.A5 – Recognize that everything is made of matter
Taught in Unit(s)
Solids and Liquids

Matter with which we interact exists in three fundamental states: solid, liquid and gas.
 Things are only matter if you can touch or see it
 Air is not matter
 Air does not take up space

Everything is made of matter and/or energy. What is everything made of?
What are the three types of matter?
Assessments
Concepts Skills
Matter Identify the three states of matter
Solid
Liquid
Gas
I Can Statements
I can name the three states of matter.
3.3.1.A1 – Observe, describe and sort earth materials. Compare the composition of different soils.
Taught in Unit(s)
Pebbles, Sand and Silt

Earth materials include solid rocks, sand, soil and water. Rocks have different observable physical properties
such as size, weight, hardness, color, shape, texture, and are made of more than one material. They can be
sorted according to these properties and can be categorized in different sizes. Soil is made up of many parts.
The “ingredients” are the same, but the quantities differ from soil to soil.
 Rocks are made of the same materials
 Sand can only be found at the beach
 Soil is only used to grow plants

Earth materials can be described and identified by What are earth materials?
their properties. What is a rock?
How many ways can rocks be sorted?
Materials that make up the earth have different What rocks can we find around us?
properties and uses. Is there an earth material small than sand?
What is in soil?
How do soils differ?
What parts go together to make good soil?
Where is water found in our community?
Assessments
Concepts Skills
Earth Materials  Identify the observable physical properties of
Rocks rocks.
Sand  Observe and compare physical properties of
Soil rocks and soils.
Water  Separate and group rocks by physical properties.
Composition  Collect, record and compare soil.
Physical Properties (size, weight, hardness, color,
shape and texture)
I Can Statements
I can identify earth materials.
I can identify and describe rocks and soil by their properties.
3.3.1.A.4 – Identify and describe types of fresh and salt-water bodies (ocean, rivers, lakes, ponds).
Taught in Unit(s)

Natural sources of water include streams, rivers, ponds, lakes, marshes and oceans. Sources of water can be
fresh or salt water. Water can be a solid, liquid or gas.
All forms of water can be consumed.
Only the ocean is salt water.
All water is a liquid.

Water is found in the ocean, rivers, lakes and ponds. What are some sources of fresh water?
What is a source of salt water?
Where is water found in our community?
Assessments
Concepts Skills
Fresh water  Describe fresh and salt water
Salt water  Identify types of fresh water
Ocean  Identify types of salt water
River
Lake
Pond
Stream
I Can Statements
I can describe types of fresh and salt water.
I can identify natural sources of water.
I can identify where fresh and salt water is found.
4.5.1.A – Identify resources humans use from the environment.
Taught in Unit(s)

Earth materials are natural resources. The properties of different earth materials make each suitable for
specific uses. People use earth materials to construct objects and streets. Earth materials are also used to
make sculptures and jewelry.
 People drink bottled water because it is better for our health; the safety of tap water is below
consumption standards.
 Earth's resources are not finite--there is an endless supply of water, petroleum, and mineral resources.
All we have to do is to explore for them
 We will never run out of natural resources such as coal, oil and other minerals.
 Few products we use every day have anything to do with taking rocks and minerals from the ground.
 Earth is both an endless supply of resources and a limitless sink for the waste products of our society.

Earth materials are natural resources and commonly  What are natural resources?
used in construction of buildings and making art.  How do people use earth materials?
 How do people change and then use rocks?
 What can be made with sand?
 What can be made with clay?
 How are bricks made?
Assessments
Concepts Skills
Natural resources  Explore places where earth materials are
Construction naturally found and ways that earth materials
Sculpture are used.
Jewelry
Bricks  Use sand to make sculptures and clay to make
beads, jewelry and bricks.
 Search for earth materials outside the classroom.
I Can Statements
I can identify natural resources.
I can explain how people use different earth materials in everyday life.
I can construct objects using earth materials.
Inquiry - Observing Scientific and Engineering Practices
Taught in Unit(s)
Solids and Liquids

In addition to the science content development, every module provides opportunities for students to engage
in and understand the importance of scientific practices, and many modules explore issues related to
engineering practices and the use of natural resources.
Asking questions and defining problems

• Ask questions about objects, organisms, systems, and events in the natural and human-made world
(science).
• Ask questions to define and clarify a problem, determine criteria for solutions, and identify constraints
(engineering).
Planning and carrying out investigations

• Plan and conduct investigations in the laboratory and in the field to gather appropriate data (describe
procedures, determine observations to record, decide which variables to control) or to gather data essential
for specifying and testing engineering designs.
Analyzing and interpreting data

• Use a range of media (numbers, words, tables, graphs, images, diagrams, equations) to represent and
organize observations (data) in order to identify significant features and patterns.
Developing and using models

• Use models to help develop explanations, make predictions, and analyze existing systems, and recognize
strengths and limitations of proposed solutions to problems.
Using mathematics and computational thinking

• Use mathematics and computation to represent physical variables and their relationships and to draw
conclusions.
Constructing explanations and designing solutions

• Construct logical explanations of phenomena, or propose solutions that incorporate current understanding
or a model that represents it and is consistent with available evidence.
Engaging in argumentation from evidence

• Defend explanations, develop evidence based on data, examine one’s own understanding in light of the
evidence offered by others, and challenge peers while searching for explanations.
Obtaining, evaluating, and communicating information

• Communicate ideas and the results of inquiry—orally and in writing—with tables, diagrams, graphs, and
equations, in collaboration with peers.
 A hypothesis can be wrong. Correction: Hypotheses are never wrong; hypotheses are either supported or
not supported by collected data from experiments.
 There is a single Scientific Method that all scientists follow. Correction: "The Scientific Method" is often
taught in science courses as a simple way to understand the basics of scientific testing. In fact, the
Scientific Method represents how scientists usually write up the results of their studies (and how a few
investigations are actually done), but it is a grossly oversimplified representation of how scientists
generally build knowledge. The process of science is exciting, complex, and unpredictable. It involves
many different people, engaged in many different activities, in many different orders.
 The process of science is purely analytic and does not involve creativity. Correction: Perhaps because the
Scientific Method presents a linear and rigid representation of the process of science, many people think
that doing science involves closely following a series of steps, with no room for creativity and inspiration.
In fact, many scientists recognize that creative thinking is one of the most important skills they have —
whether that creativity is used to come up with an alternative hypothesis, to devise a new way of testing
an idea, or to look at old data in a new light. Creativity is critical to science!

 Scientific inquiry is a multifaceted activity.  What do scientists observe?
 Scientists use observations to pose questions  What do scientists ask?

about the world around them.
 What makes a good question?
 Scientists use an inquiry process to find answers
to questions.  What is a hypothesis?
 Scientists collect, measure, analyze, and organize  How do we use scientific inquiry to find answers
their data in logical ways as part of a scientific to questions?
process.
 How can we collect data to compare, contrast,
 Scientists routinely communicate and collaborate group, and explain ideas?
with others in an attempt to build knowledge and
understanding.  How do we record and communicate our results?
Assessments
Concepts Skills
Inquiry  Raise questions about the natural world,
Thinking investigate them in teams through free
Observing/Observation exploration and generate appropriate
Questioning explanation based on those explorations.
Hypothesis  Using five senses as tools, make careful
Investigation observations, describe objects in terms of
Data Collection number, shape, texture, size, weight, color and
Conclusion motion and compare their observations with
Analyzing Data others.
Interpreting Data  Keep pictorial/written records as appropriate of
Collaborate investigations conducted.
 Ask “how do you know?” in appropriate
situations.
I Can Statements
I can ask "what happens when" questions.
I can explore my "what happens when" questions.
I can use safety practices when doing scientific investigations.
I can work in a small group to complete an investigation and then share findings with others.
I can create my own conclusions about group investigations.
I can use tools and equipment to safely collect scientific data.
I can make estimates to compare lengths, weights and time intervals.
I can communicate my work using words, sentences and pictures.
I can describe things correctly and compare what I observe with others.
1st Grade Scope and Sequence Social Studies
Civics &
1st Grade Economics Geography History
Government
Priority Priority Priority Priority
Unit Timeline
Standards Standards Standards Standards
Lesson 1: Why Do We Get Along in Trimester 1 5.2.1.A 8.3.1.D
School? (approx. 7 days) 5.4.1.A
Trimester 1
Lesson 2: Why Is It Important to
Learn from Each Other?
(Optional WIN 5.4.1.B
lessons)
5.1.1.A 8.3.1.D
5.2.1.A
Lesson 3: Why Do Schools Have Trimester 1
Rules? (approx. 7 days) 5.3.1.J
5.4.1.A
5.4.1.B
Trimester 1
Lesson 4: Who Works at Your School?
(approx. 8 days)
5.3.1.J 6.5.1.B
Lesson 5: How Are We Good Helpers Trimester 1

At School? (approx. 8 days)
5.2.1.A 8.3.1.C
Trimester 2 7.1.1.A
Lesson 6: What Is A Map?
(approx. 7 days) 7.4.1.A
Lesson 7: What Was School Like Long Trimester 2 8.1.1.A

Ago? (approx. 7 days) 8.3.1.C
Lesson 10: What Do Familiies Need Trimester 2 6.1.1.C

and Want? (approx. 9 days) 6.4.1.D
Lesson 11: How Do Family Members Trimester 2 5.2.1.A 6.1.1.C

Care for Each Other? (approx. 7 days) 6.4.1.D
Lesson 12: How Do Families Change Trimester 3

Over Time? (approx. 7 days)
8.3.1.C
Lesson 14: What Are Family Trimester 3

Traditions? (approx. 8 days)
8.4.1.C
Lesson 15: What Do Good Neighbors Trimester 3

Do? (approx. 7 days)
5.2.1.A
Trimester 3
PA Lesson
(approx. 8 days)
8.2.1.B
CVSD Priority Standards for Social Studies - Grade 1
Civics and Government

5.1.1.A Explain the purposes of rules in the classroom and school community.
5.2.1.A Identify and explain the importance of responsibilities at school and at home.
5.3.1.J Describe situations where voting eases conflict.
5.4.1.A Identify ways to avoid conflict
5.4.1.B Describe how classrooms can work together.
Economics
6.1.1.C Identify choice based on needs versus wants.
Describe how individuals differ in their wants and needs and why people buy and sell
6.4.1.D
things.
6.5.1.B Identify different jobs and the purpose of each.
Geography
7.1.1.A Identify geographic tools.
7.4.1.A Describe how lakes, rivers and streams impact people.
History
8.1.1.A Demonstrate an understanding of chronology.
8.2.1.B Identify symbols, slogans or mottos that are representative of the state.
8.3.1.C Identify examples of change.
8.3.1.D Identify conflict and describe ways to cooperate with others by making smart choices.
8.4.1.C Identify holidays and ceremonies of selected world cultures.
CVSD SS Curriculum Map ~ 1st Grade
5.1.1.A. – Explain the purposes of rules in the classroom and school community.
Taught in Unit(s)
Unit 1 - Lesson 3

Rules are important to ensure a safe community. They are needed at school to help everyone get along, keep
everyone safe, promote fairness and help everyone learn. When rules are not followed there are
consequences. The principal and teachers make the rules at school.

Rules are made to ensure a safe society at school.  What would happen if we had no rules?
 How are rules created?
 Why do we have rules and why are they
important?
 What are the consequences of not following
rules?
Assessments
Concepts Skills
 rules  Create a set of rules and consequences
 consequences  Explain why we have rules and why they are
important
 Discuss what would happen if we did not have
rules
I Can Statements
I can show how to follow the rules in a school.
I can tell why we need rules at school and why the rules need to be fair.
I can talk about what will happen if any rules are broken.
5.2.1.A. – Identify and explain the importance of responsibilities at school and at home.
Taught in Unit(s)
Unit 1 – Lessons 1, 3, 5
Unit 2 – Lesson 11

All people in society have rights and responsibilities. Students have responsibilities both at school and at
home. Responsible students are contributing members of their school communities. At home, responsible
students help their families.

Students have responsibilities at school and at home.  Why is it important for students to fulfill their
responsibilities at school and at home?
People who fulfill their responsibilities make their  What are some responsibilities at school and at
school community and homes better places. home?
 How does fulfilling responsibilities help at school
and home?
Assessments
Concepts Skills
 Responsibilities  Create a list of responsibilities at home and at
 Fulfill school
 Explain why it is important to be responsible at
home and at school
 Discuss what happens when people do not fulfill
their responsibilities
I Can Statements
I can list my responsibilities at home and at school.
I can explain why it is important to be responsible at home and at school.
I can discuss what happens when people do not fulfill their responsibilities.

5.3.1.J. – Describe situations where voting eases conflict.
Taught in Unit(s)
Unit 1 – Lessons 3-4

One way to ease conflict is through voting. While not every conflict can be solved through voting, students
should consider this as one possible solution.

One way to ease conflict is through holding a vote. • How can voting ease conflict?
• In what situations would it make sense to hold
Voting is one way to solve conflicts. a vote?
Assessments
Concepts Skills
 Voting  Explain how voting can ease conflict
 Conflict  List situations where it would make sense to
hold a vote
 Conduct a vote in order to show how it can
ease conflict
I Can Statements
I can explain how voting can ease conflict.
I can list situations where it would make sense to hold a vote.
I can vote in order to ease a conflict.
5.4.1.A. – Identify ways to avoid conflict.
Taught in Unit(s)
Unit 1 – Lesson 1, 3

There are various ways that individuals, groups and communities manage conflict and promote equality,
justice and responsibility in homes, schools, classrooms and communities. Conflicts are often settled in fair
and just ways. Cooperation helps us avoid conflict. Cooperation means working together and getting along
in a way that if fair for everyone.

Sharing, talking, listening and taking turns can help  What is cooperation?
us avoid conflict.  How can we cooperate with others?
 What are the benefits of cooperating at school
and in our community?
 How can we avoid conflict?
Assessments
Concepts Skills
 conflict  Define cooperation
 cooperation  Demonstrate ways to cooperate with others
 Discuss the benefits of cooperating
 Explain how to avoid conflict
I Can Statements
I can cooperate in classroom activities.
I can cooperate with others to avoid conflict.
5.4.1.B. – Describe how classrooms can work together.
Taught in Unit(s)

Learning how to work together with others is an important skill. Students will see that classrooms working
together can make their school a better place. It is important for students to think about how working
together with others outside of school can also be beneficial.

Classrooms can work together to make our school a  How can classrooms work together?
better place.  Why would classrooms want to work together?
 What are some benefits of classrooms working
Learning to cooperate with other classrooms is together?
important to our school.
Assessments
Concepts Skills
 Cooperation  Describe how classrooms can work together.
 Brainstorm ways classrooms can work together.
I Can Statements
I can describe how classrooms can work together.
6.1.1.C. – Identify choice based on needs versus wants.
Taught in Unit(s)

Things that people must have to live are called needs. Every person needs food, clothing, and shelter.
Shelter is a place where people live. People also need love and care. Families can help meet these needs.
Wants are things people would like to have but do not need in order to live. Families use money to pay for
their needs and wants. People cannot buy everything that they want. Often they have to make a choice.

There are essential things we need in order to  What are the three basic needs of all families?
survive and other things we want for pleasure or  How do we decide what we want and need?
convenience.  Why can’t you buy everything you want?
Assessments
Concepts Skills
 needs  Identify the three basic needs of all families
 wants  Determine the differences between wants and
 essential needs
 money  Explain why you can’t buy everything you want
I Can Statements
I can explain the difference between wants and needs.
I can explain how people make decisions about their wants.
I can tell why people need to make choices when wants are never ending but resources are limited.
6.4.1.D. – Describe how individuals differ in their wants and needs and why people buy and sell things.
Taught in Unit(s)

People in society have different wants and needs. People buy things in order to fulfill their wants and needs
and other people sell things in order to provide for people’s wants and needs. It is important for those who
sell goods to understand the wants and needs of buyers.
Individuals have different wants and needs.  How can individual wants and needs be
different?
People in society buy and sell things for various  Why do people buy things?
reasons.  Why do people sell things?
 What do sellers need to understand about
Those who sell things need to understand the wants buyers?
and needs of buyers.
Assessments
Concepts Skills
 need  Identify different wants and needs of people
 want  Discuss reasons people buy things
 buyer  Discuss reasons people sell things
 seller  Identify things sellers need to understand about
buyers
I Can Statements
I can identify different wants and needs of different people.
I can describe reasons why people buy things.
I can describe reasons why people sell things.
I can identify things sellers need to understand about buyers.
6.5.1.B. – Identify different jobs and the purpose of each.
Taught in Unit(s)
Unit 1 – Lesson 4

Jobs can benefit the economy of a community by providing a way to meet the wants and needs of people.
Jobs provide money for people to allow them to make choices about purchases that serve their needs and
wants.

People work in a variety of jobs to make money to  What are some jobs held by family members?
buy things they need and want.  What are the purposes of these jobs?
 Why do people have jobs?
 What are goods?
 What are services?
 Who is a consumer?
 Who is a producer?
 What do I want to be when I grow up?
Assessments
Concepts Skills
 goods  Brainstorm a list of jobs.
 services  Interview family members about their jobs and
 producers its’ purpose.
 consumers  Discuss why people have jobs.
 After learning about various jobs, research one
 saving
that is of particular interest.
 wants  Discuss how goods and services satisfy people’s
 needs needs and wants.
 job  People are consumers when they buy or use
 purpose goods and services.
 paid  People are producers when they make goods or
 income provide services.
I Can Statements
I can identify jobs held by my family members.
I can research a job I’m interested in.
I can explain why people have jobs.
7.1.1.A. – Identify geographic tools.
Taught in Unit(s)
Unit 2 – Lesson 6

Geographic tools are used to identify and describe the physical features of landforms and bodies of water.
Examples of geographic tools are maps, globes, atlases, GPS, keys, legends, compass rose, etc.

Geographic tools are often used to study and locate  What is a geographic tool?
places.  Why do we use geographic tools?
 Why does a map need a key or legend?
 What is a compass rose?
 What are the four cardinal directions?
Assessments
Concepts Skills
 geographic tools  Identify common geographic tools
 map  Explain why we use geographic tools
 globe  Read a classroom map using symbols and a
 atlas compass rose
 GPS  Use a compass rose to determine direction
 map key  Use symbols to create a classroom map
 legends
 compass rose
 symbol
 cardinal directions
I Can Statements
I can explain why people use geographic tools.
I can make simple maps using symbols to show familiar places.
I can find and use symbols to find important places on maps and globes.
I can name the four cardinal directions.
7.4.1.A. – Describe how lakes, rivers and streams impact people.
Taught in Unit(s)
Unit 2 – Lesson 6

Different environments impact where/how people live. Living by water can provide an opportunity for
tourism and a threat of flooding.

People live in different settings and interact/adapt  What is an advantage of living near water?
with their environment based on locations.  What is a disadvantage of living near water?
 What jobs can be found around water?
 How can we help conserve our natural
resources?
Assessments
See unit map for specific common assessments
Concepts Skills
 environment  Identify the perks of living by water.
 lakes  Identify the risks of living by water.
 rivers  Identify jobs that can be found around water.
 streams  Identify a problem related to the use of natural
 tourism resources in our community.
 flooding
 reduce
 reuse
 recycle
I Can Statements
I can describe how lakes, rivers and streams can impact a community.
8.1.1.A – Demonstrate an understanding of chronology.
Taught in Unit(s)
Unit 2 – Lesson 7

In order to understand history, students must understand chronology. In the most basic form students
should understand that things today may not be the same as they were in the past or will be in the future.
They should be able to understand that things that happened long ago are in the past and things that have
not happened yet are in the future.

History is often studied in chronological order.  How is the past different from the present?
 Why is it sometimes important to put things in
History is the study of what happened in the past. chronological order?
 How can things be put in chronological order?
Things that have not happened yet are in the future.
Assessments
See unit map for specific common assessments.
Concepts Skills
 Chronology  Explain the differences between something long
 Past ago and something today
 Present  Imagine how the future might be different from
 Future the present
 Put events in chronological order
I Can Statements
I can put things in chronological order.
I can show the difference between past, present and future.
I can explain the differences between something long ago and something today.
8.2.1.B – Identify symbols, slogans or mottos that are representative of the state.
Taught in Unit(s)
Unit 3 – PA Lesson

Every state has symbols—specific objects that represent beliefs, values, traditions, or other intangible ideas
that make that state unique. These symbols describe various elements of the state. Pennsylvania has the
following state symbols: animal – white-tailed deer, beverage – milk, dog – great dane, flower – mountain
laurel, bird – ruffed grouse, insect – firefly and tree – eastern hemlock.
States also have a slogan. Most states establish slogans for the promotion of tourism, and they are
occasionally included on state-issued automobile license plates. On March 16, 2004, Governor Rendell
announced Pennsylvania's new tourism slogan: "The State of Independence." Selected from an initial field of
21,774 in the "Penn a Phrase for Pennsylvania" contest, the winning entry earned Philadelphia native Tristan
Mabry a weeklong Pennsylvania getaway.
All of the United States' 50 states have a state motto. A motto is a phrase meant to formally describe the
general motivation or intention of an organization. State mottos can sometimes be found on state
seals or state flags. The motto of Pennsylvania is “Virtue, Liberty and Independence.”

Pennsylvania has many state symbols, a slogan and a  What are the symbols, slogan and motto of
motto. Pennsylvania?
 Why do we have state symbols?
 What is a slogan?
 Why do states use slogans?
 What is a motto?
Assessments
See unit map for specific common assessments.
Concepts Skills
 symbol  Identify common symbols of our state
 slogan  Explain why states use slogans
 motto  Describe where you might find a state motto
 Create a symbol for our classroom
 Identify a motto for yourself
I Can Statements
I can identify symbols of Pennsylvania.
I can explain why a state uses a slogan.
I can recite Pennsylvania’s motto.
8.3.1.C – Identify examples of change.
Taught in Unit(s)
Unit 1 – Lesson 5
Unit 2 – Lesson 7

People change physically and academically over time. Personal growth contributes to changes in appearance
(e.g., getting taller, loss of teeth, hair length, etc.). Changes of seasons, weather and the environment
influence the way people live, work, dress and play. A change in life events, such as having a new brother or
sister, may produce long lasting effects. Life events such as moving into a new home impact ways your life
can change. New products and technologies have changed our ways of life, the way we work and play.

Change occurs over time and has an impact on  How have you changed since you were born?
individuals.  How do families change?
 Why do families change?
 How has new products and technologies changed
the way we live?
Assessments
Concepts Skills
 change  define change
 grow  identify examples of change in self
 move  identify ways families change
 aging  identify changes that come with aging
 family size  discuss ways that families can change in size
 technology  list ways that technology in the home has
changed over time
I Can Statements
I can describe ways I have changed since birth.
I can identify changes that occur with aging
I can explain why families change in size
I can list ways technology has changed over time.

8.3.1.D – Identify conflict and describe ways to cooperate with others by making smart choices.
Taught in Unit(s)
Unit 1 – Lessons 1, 3

Students will understand that working together will make a task easier. They will define what it means to
get along. They will identify behaviors as getting along and not getting along. It is important for students to
work with individuals who may have different abilities, interests and talents. Learning to accept opinions
that differ from their own is essential.

Cooperating with others is essential for completing  How can I learn to cooperate with others?
tasks.  How can working together make a task easier?
Assessments
Concepts Skills
 cooperate  Define what means to work together
 acceptance  Identify and practice behaviors that help people
get along
 Complete a task by working in a small group
I Can Statements
I can participate and cooperate in classroom activities.
I can work with others when they are different than I am.
8.4.1.C – Identify holidays and ceremonies of selected world cultures.
Taught in Unit(s)

Holidays are a reflection of our history and culture. Children and families around the world may participate
in similar or different holidays. Each family celebrates holidays such as birthdays in their own way. A
tradition is a custom or belief that is passed down through the generations or that is done time after time or
year after year.

Holidays help tell the story of our culture.  What makes a holiday?
 How do families celebrate their culture?
 What are traditions?
 What are some patriotic symbols and traditions
of the United States?
Assessments
Concepts Skills
 celebration  Describe traditional holiday celebrations
 celebrate
 holiday  Compare and contrast one’s own family
 ceremony traditions with the traditions of other families.
 tradition
 monument  Identify holidays/ceremonies from other world
 heroes cultures (e.g., Cinco de Mayo, Kwanzaa, Ramadan,
 holiday Tet, Divali, St. Patrick’s Day, etc.)
 culture
 equality  Recognize the symbols and traditional practices
 tradition that honor and foster patriotism in the United
 patriotism States.
I Can Statements
I can tell how families celebrate traditions.
I can recognize symbols and traditions celebrated in the United States.
I can identify holidays that are celebrated in other world cultures.

Grade 1 Reading Curriculum 1st - Standards - Booklet

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1 Grade

Reading Foundational Skills

CC.1.2.1.A. W.1.2. CC.1.1.1.D.

CC.1.2.1.A. W.1.2. CC.1.1.1.D.

CC.1.3.1.B. W.1.1. CC.1.1.1.D.

CC.1.3.1.A. W.1.3. CC.1.1.1.D.

CC.1.2.1.A. W.1.3. CC.1.1.1.D.

CCSS PA Core Foundational Skills

Read with accuracy and fluency to support comprehension:

Reading Informational Text

Big Idea(s) Essential Question(s)

Make your reading sound like the characters are talking.

Big Idea(s) Essential Question(s)

What is the main idea of this text?

Big Idea(s) Essential Question(s)

Big Idea(s) Essential Question(s)

What features in the text help you find important information?

Big Idea(s) Essential Question(s)

Big Idea(s) Essential Question(s)

Big Idea(s) Essential Question(s)

Big Idea(s) Essential Question(s)

L.1.2 - Demonstrate command of the conventions of standard English

Big Idea(s) Essential Question(s)

Big Idea(s) Essential Question(s)

Good authors use model/example texts to guide

Good authors use temporal words to guide readers

Big Idea(s) Essential Question(s)

Good authors use model/example texts to guide

Good authors use temporal words to guide readers

W.1.3 - Write narratives in which they recount two or more appropriately

Big Idea(s) Essential Question(s)

Good authors include details that bring

Big Idea(s) Essential Question(s)

Trimester 2 CC.2.1.1.B.2 CC.2.2.1.A.1

Trimester 2 CC.2.1.1.B.2 CC.2.2.1.A.1

Trimester 3 CC.2.2.1.A.1 CC.2.4.1.A.4

CC.2.2.1.A.1 CC.2.3.1.A.1 CC.2.4.1.A.1

Trimester 3 CC.2.1.1.B.3 CC.2.2.1.A.1

CCSS PA CORE Numbers and Operations

1. I can use place value to represent numbers in different ways.

Big Idea(s) Essential Question(s)

Result Unknown Change Unknown Start Unknown

Students need to use subtraction in the context of unknown addend problems.

Big Idea(s) Essential Question(s)

Big Idea(s) Essential Question(s)

Big Idea(s) Essential Question(s)

Examples for ordering:

Example for comparing indirectly:

Big Idea(s) Essential Question(s)

Ideas to support telling time:

Big Idea(s) Essential Question(s)

Big Idea(s) Essential Question(s)

Nature of Environmental Physical Earth and

Pebbles, Sand, T1 - 6 weeks Inquiry 4.5.1.A 3.3.1.A.1

Explanation/Example of the Standard

Big Idea(s) Essential Question(s)

Explanation/Example of the Standard

Big Idea(s) Essential Question(s)

 Provide evidence that some changes caused by

Explanation/Example of the Standard

Big Idea(s) Essential Question(s)

Explanation/Example of the Standard

Big Idea(s) Essential Question(s)